A study about adolescents reading and interactions during a visit in Universum Science Museum, Mexico

ABSTRACT Many researchers have discussed the practice of reading in the museum context, with some authors arguing that texts are peripheral components of the exhibitions or that visitors do not read in these spaces. On the other hand, recent studies have stressed the pedagogical and communicative role of texts, contributing to visitors’ learning. This exploratory and qualitative study examines the visit of five groups of public-school students aged from 13 to 17 years to a Science Museum in Mexico. The results suggest that, within this setting, reading helps exploring and understanding the functioning of an exhibition module, as well as understanding an exhibition scientific content. This fact indicates that texts fulfill a relevant educational function, provoking reflections, deepening themes, and socializing scientific knowledge.

摘要
诸多研究者已围绕博物馆场景中的阅读行为展开探讨，部分学者主张文本属于展览的边缘性组成部分，抑或参观者并不会在该类空间内开展阅读活动。另一方面，近期研究则着重强调了文本的教育与传播价值，可有效助力参观者的学习过程。本项探索性质性研究以墨西哥某科学博物馆为调研场景，考察了5组13至17岁公立学校学生的参观行为。研究结果显示，在此场景中，阅读活动能够帮助参观者探索并理解某一展览模块的运作机制，同时也有助于其掌握展览所涵盖的科学内容。上述发现表明，文本承担着重要的教育功能，可引发思考、深化主题并推动科学知识的社会化传播。